Spring Independent School District Burchett Elementary 2021-2022 Campus Improvement Plan
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Spring Independent School District
Burchett Elementary
2021-2022 Campus Improvement Plan
Accountability Rating: Not Rated: Declared State of Disaster
Board Approval Date: September 7, 2021
Public Presentation Date: September 2, 2021
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 1 of 57 September 10, 2021 2:58 PMMission Statement
Through engaging, challenging, meaningful, and equitable learning, Burchett will prepare scholars to be lifelong learners, critical thinkers, and
responsible citizens by bringing excellence to every scholar, in every classroom, every day.
Vision
Burchett provides excellence for each scholar by providing equitable, high-quality academic instruction paired
with innovative and specialized programs that meet the needs of all scholars in a positive learning environment.
Core Beliefs
We base our decisions on what is best for our students.
We strive for excellence in all we do.
We build trust through integrity and lead by example.
We communicate openly.
We value diversity and treat everyone with dignity and respect.
We win as a team.
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 2 of 57 September 10, 2021 2:58 PMTable of Contents Comprehensive Needs Assessment 4 Demographics 4 Student Learning 5 School Processes & Programs 11 Perceptions 13 Priority Problem Statements 15 Comprehensive Needs Assessment Data Documentation 17 Goals 19 Goal 1: STUDENT OUTCOMES-Achieve excellent, equitable outcomes for all students 20 Goal 2: EQUITY-Remove unacceptable barriers to student and staff success 42 Goal 3: ENGAGEMENT-Empower family and student voices in support of positive student outcomes 44 Goal 4: WELL-BEING-Ensure all schools are welcoming, safe environments where social and emotional needs are met 46 State Compensatory 48 Budget for Burchett Elementary 49 Personnel for Burchett Elementary 49 Title I Schoolwide Elements 50 ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 51 1.1: Comprehensive Needs Assessment 51 ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 51 2.1: Campus Improvement Plan developed with appropriate stakeholders 51 2.2: Regular monitoring and revision 51 2.3: Available to parents and community in an understandable format and language 51 2.4: Opportunities for all children to meet State standards 52 2.5: Increased learning time and well-rounded education 52 2.6: Address needs of all students, particularly at-risk 52 ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 52 3.1: Develop and distribute Parent and Family Engagement Policy 52 3.2: Offer flexible number of parent involvement meetings 53 Title I Personnel 53 Campus Funding Summary 54 Addendums 56 Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 3 of 57 September 10, 2021 2:58 PM
Comprehensive Needs Assessment Demographics Demographics Summary Burchett Elementary School made its debute in 2005 and is a sixteen-year old,PK-5th grade Title I campus, in the Spring Independent School District located in Spring, TX. The campus is located in the eastern part of the district and is surrounded by housing communities and family-friendly neighborhoods. Nine school buses currently serve our campus daily to transport our scholars to and from school, and a small population of scholars, who live close enough to Burchett, are able to walk to school. One major addition to our school district is the new Planet Ford Stadium located 5 minutes down Cypresswood that was constructed to meet the needs of our ever-growing district. In June 2021, we ended the year with a total enrollment of 680 scholars. The construction of new homes in our attendance area is continuing, so we anticipate our campus will steadily gro during this school year. Currenlty, we have plenty of room for the growth to meet the needs of our ever-changing scholar population. With this being said, we strive for excellence in all we do and celebrate our diverse scholars and staff. Our Burchett community consists of a scholar population that includes a Pacific Islander population of 3.7%, and Asian population of 0.7%, an African American population of 33.7%, a Hispanic population of 44.9%, two or more identified races of 3.4%, and a White population of 13.7% with our African American and Hispanic populations showing the fastest growth. In addition, we are a Title 1 designated campus with 84.9% of our scholar population currently identified as being econically disadvantaged. Also, 21% of our scholar population is identified as English Learners (LEP), with 14.1% of that population being served in our bilingual program and 10.4% of our scholars being served in our Special Education program. With such a diverse scholar population, we strive daily to improve our practices to meet the needs of every scholar learner. The last published mobility rate of 19.5% for Burchett Elementary is below the district average of 22.9% but higher than the state average of 15.3%. The latest information gleaned from research in our district shows that scholars move from school to school within our district at a high rate indicating a need for a truly aligned curriculum within the schools to ensure the learning is fluid from campus to campus. Attendance rates were within our normal range at the end of the year, in spite of COVID and our transition to both remote and in-person learning. Attendance rates have traditionally been higher than that of the district and the state with the latest TAPR report indicating an attendance rate of 95.7% as compared to 93.6% in Spring ISD and 95.4% at the state level. Currently, our attendance rate was 95.5% at the end of this school year. Burchett Elementary School employs a high-quality, talented teaching and support staff. In addition, Burchett Elementary is fortunate to have a staff that closely mirrors the student groups with regards to race and ethnicity, with 33.4% of teachers being African American, 20.8% of teachers being Hispanic, 39.5% of teachers being white. Among the Administrative and Instructional leadership teams, 37.5% are African American, 25% are Hispanic, and 37.5% are White. The turnover rate among our staff is low because the staff love working at Burchett Elementary. However, the campus frequently has new employee due to the fast growth and a desire to teach closer to home. Therefore, the need for a strong mentoring and support process is in a top priority for this school year. The latest TAPR report indicates that most teachers, 35.3%, at Burchett Elementary have between 11-20 years of experience in the classroom. The next largest group are teachers, 25.1%, with 6-10 years of experience. In addition, many members of our teaching staff, 21.1%, hold Masters level degrees. We host 1-2 student teachers from local universities each school year, and all report that Burchett is a welcoming and supportive place to student teach. Demographics Strengths Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 4 of 57 September 10, 2021 2:58 PM
Burchett Elementary has many strengths. Some of the most notable demographics strengths include: 1. Many families move into our area for the ability to attend schools in Spring ISD. Because our families value education, we have many supportive parents and scholars who are committed to both academic and behavioral success. 2. Our attendance rate continues to be stable and higher than the overall average in the district indicating that we are striving to meet the needs of our parents and scholars. 3. No scholars withdrew during 2020-2021 because they were unhappy with our campus. THe majority relocated due to the pandemic and changes in family dynamics. 4. Scholars at Burchett Elementary are very accepting of new scholars regardless of race or ethnicity. The welcome to campus includes being introduced to the administrative staff, both parents and scholars being walked to thier first class, and a warm welcome from the teacher and the scholars. Problem Statements Identifying Demographics Needs Problem Statement 1 (Prioritized): Based on the 2019 TEA STAAR Summary Report and 2021 STAAR data, scholars receiving SpEd services scored significantly lower than the other student groups in reading, math, science, and writing. Root Cause: Scaffolding instruction and training on differentiation was not provided to inclusion teachers. Problem Statement 2: The student attendance rate for 2020-2021 is at 95.5% and does not meet the district goal of 98% Root Cause: The internal campus system of accountability for attendance for both teachers and the attendance clerk needs to be implemented with fidelity and monitored regularly to ensure we are accurately addressing attendance concerns. Problem Statement 3 (Prioritized): Based on the 2019 TEA STAAR Summary Report and 2001 STAAR data, scholars classified as English Language Learners, specifically, those served in the ESL program, scored lower than the other scholar groups in reading, math, and science. Root Cause: Reading, math, and science teachers need more support in designing lessons to meet the needs of ESL learners. Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 5 of 57 September 10, 2021 2:58 PM
Student Learning
Student Learning Summary
Scholar learning was challenging to assess during the 2020-2021 school year. The Campus Improvement Committee and the Instructional Leadership team met
virtually and considered a variety of student academic achievement information and data, including campus based assessments, past STAAR scores and teacher
perception information. The committee analyzed differences between student groups (Special Education and English Learners) and all grade levels. The
committee also compared student achievement at the end of 2019 with what information was available at the end of 2020. As much as possible,the information
was disaggregated by student groups, including: gifted/talented, ELs, at-risk, and scholars being served in special education. The summary data listed below
includes information that represents the committees' most significant findings. When formal data was not available, the committee leaned on anecdotal
information and perceptual data from teachers.
Here is a summary of the 2018 and 2019 STAAR All Students Scores for insight into the Pre-Covid analysis of scholar performance:
2019 STAAR ALL STUDENTS APPROACHES Grade Level MEETS Grade Level Performance MASTERS Grade Level
Performance Performance
3 rd Reading 71% 35% 18%
4 th Reading 63% 37% 14%
5 th Reading 76% 52% 22%
3 rd Math 74% 51% 22%
4 th Math 65% 35% 16%
5 th Math 92% 61% 41%
4 th Writing 54% 20% 3%
5 th Science 71% 50% 25%
READING
STAAR READING - MEETS 2018 2019
3rd 32% 35%
4th 34% 37%
5th 47% 52%
MATH
STAAR MATH - MEETS 2018 2019
3rd 29% 51%
4th 41% 35%
5th 45% 61%
WRITING
Burchett Elementary Campus #101919119
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4TH 28% 20%
SCIENCE
STAAR SCIENCE - MEETS 2018 2019
5TH 25% 50%
Here is a summary of the 2021 STAAR All Students Scores for insight into the Covid analysis with the dual learning environments for scholar performance:
2021 STAAR ALL STUDENTS APPROACHES Grade Level MEETS Grade Level Performance MASTERS Grade Level
Performance Performance
3rd Reading 60% 32% 16%
4th Reading 54% 29% 14%
5th Reading 68% 46% 37%
3rd Math 62% 29% 20%
4th Math 54% 24% 13%
5th Math 66% 43% 19%
4th Writing 46% 20% 6%
5th Science 49% 16% 4%
READING
STAAR Reading - MEETS 2021
3rd 32%
4TH 29%
5TH 46%
An overall analysis of scores for scholar groups at each grade level in READING for 2019 and 2021 revealed the following:
English Learner (EL) scores are higher in all three grade levels. 90% of the current EL scholars in 3 rd grade in 2019 scored Approaches as compared with
71% of the non-EL scholars scoring Approaches and 45% scored Meets as compared with 32% of the non-EL scholars. 73% of the current EL scholars in
4th grade in 2019 scored Approaches as compared with 63% of the non-EL scholars scoring Approaches and 41% scored Meets as compared with 37% of
the non-EL scholars. 88% of the current EL scholars in 5th grade in 2019 scored Approaches as compared with 76% of the non-EL scholars scoring
Approaches and 64% scored Meets as compared with 52% of the non-EL scholars.
English Learner (EL) scores at the Masters Level were lower in 3 rd and 4th grade, but 5 th scored higher at this level. The breakdown of the data shows
that the Bilingual scholars are a cause of much of the success experienced leading to a need to focus on the ESL scholars in the general education setting.
The Special Education (SpEd) scores show the greatest variance of all student groups among grade level performance. 33% of 5th grade SpEd scored
Approaches and 22% Meets as compared with 76% of non-SpEd scored Approaches and 52% scored Meets. 50% of 4th grade SpEd scored Approaches
and 36% Meets as compared with 63% of non-SpEd scored Approaches and 37% scored Meets. 78% of 3rd grade SpEd scored Approaches and 33%
Meets as compared with 71% of non-SpEd scored Approaches and 35% scored Meets. All three groups (Approaches, Meets, and Masters) are equal to
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 7 of 57 September 10, 2021 2:58 PMstate scores and comparable other elementary schools in our district, but continue to consistently perform lower than other student groups.
African American scholars scores are consistently low at all three grade levels with some higher level performance noted in 3 rd grade. A little over 58% of
the current African American scholars at each grade level scored Approaches as compared with 70% of the non-African American scholars.
The data for the 2020-2021 school year shows consitent performance when compared EL learners continue to show slightly higher performance due to the
bilingual population, but consistenly show lower performance among ESL leaners.
In 2021, at the Meets level, data for EL learners show that grades 3-5 contained 61 scholars, who when combined, scored 68.85% Approaches, 45.9%
Meets, and 27.87% at the Masters Level.
In 2021, African American scholars, scored 27% meets as compared with 36% meets of non-African American scholars. African American scholars
continue to show lower performance across all three grade levels.
MATH
STAAR Math- MEETS
2021
3rd 29%
4TH 24%
5TH 43%
An overall analysis of scores for scholar groups at each grade level in MATH for 2019 and 2020 revealed the following:
English Learner (EL) scores are higher in all three grade levels. 90% of the current EL scholars in 3 rd grade in 2019 scored Approaches as compared with
74% of the non-EL scholars scoring Approaches and 55% scored Meets as compared with 51% of the non-EL scholars. 77% of the current EL scholars in
4th grade in 2019 scored Approaches as compared with 65% of the non-EL scholars scoring Approaches and 23% scored Meets as compared with 35% of
the non-EL scholars. This shows a decrease in Math scores at the Meets level. 96% of the current EL scholars in 5th grade in 2019 scored Approaches as
compared with 92% of the non-EL scholars scoring Approaches and 76% scored Meets as compared with 61% of the non-EL scholars.
The Special Education (SpEd) Math scores show the greatest improvement of all student groups with scholars. 100% of 5th grade SpEd scored
Approaches and 44% Meets as compared with 92% of non-SpEd scored Approaches and 61% scored Meets. 50% of 4th grade SpEd scored Approaches
and 36% Meets as compared with 65% of non-SpEd scored Approaches and 35% scored Meets. 89% of 3rd grade SpEd scored Approaches and 78%
Meets as compared with 74% of non-SpEd scored Approaches and 51% scored Meets. All three groups (Approaches, Meets, and Masters) outperformed
or were comparable to state scores at the Approaches level, but fell slightly short at the Meets and Masters levels overall.
African American scholars scores are consistently low at all three grade levels with some higher level performance noted in 5th grade. A little over 53% of
the current African American scholars at each grade level scored Approaches as compared with 77% of the non-African American scholars.
In 2021, at the Meets level, data for EL learners show that grades 3-5 contained 62 scholars, who when combined, scored 73% Approaches, 44% Meets,
and 27% at the Masters Level.
In 2021, at the Meets level for scholars in Special Education learners show that grades 3-5 contained 22 scholars, who when combined, scored 1%
Approaches, 0% Meets, and 0% Masters.
In 2021, African American scholars, scored 21% meets as compared with 35% meets of non-African American scholars. African American scholars
continue to show lower performance across all three grade levels.
WRITING
STAAR Writing - MEETS 2021
4th 20%
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 8 of 57 September 10, 2021 2:58 PMIn 2021, at the Meets level, data for EL learners show that grades 3-5 contained 14 scholars, who when combined, scored 43% Approaches, 28% Meets,
and 7% at the Masters Level.
In 2021, at the Meets level for scholars in Special Education learners show that grades 3-5 contained 6 scholars, who when combined, scored 0%
Approaches, 0% Meets, and 0% Masters.
In 2021, African American scholars, scored 6% meets as compared with 14% meets of non-African American scholars. African American scholars continue
to show lower performance across all three grade levels.
SCIENCE
STAAR SCIENCE - MEETS 2021
5TH 16%
In 2021, at the Meets level for scholars in Special Education learners show that grades 3-5 contained 21 scholars, who when combined, scored 1%
Approaches, 0% Meets, and 0% Masters.
In 2021, at the Meets level, data for EL learners show that grades 3-5 contained 20 scholars, who when combined, scored 70% Approaches, 15% Meets,
and 10% at the Masters Level
In 2021, African American scholars, scored 6% meets as compared with 8% meets of non-African American scholars. African American scholars continue
to show lower performance across all three grade levels.
Early learning foundation was challenging to assess during the 2020-2021 school year. The Campus Improvement Committee and the Instructional Leadership
team met virtually and used Circle Assessment in Pre-K and TPRI/Tejas Lee to gather student academic achievement information and data.
Early Learning Reading -Pre-K-Circle 2021
Reading Letter Sound Correspondence 95.2%
Phonological Awareness 83%
Early Writing 93%
Spanish-Reading Letter Sound Correspondence 100%
Spanish-Phonological Awareness 100%
Spanish- Early Writing 83.3%
In 2021, Pre-Kindergarten scholars meet there goal by performing above 80% at the end of the year Circle assessment in the early reading skill sets.
English scholars performed 10% higher in early writing skills then non-English learners.
Early Learning Math -Pre-K-Circle 2021
English-Math 90.7%
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 9 of 57 September 10, 2021 2:58 PMSpanish-Math 91.7%
Overall Math Combined 89%
In 2021, Pre-Kindergarten scholars meet there goal by performing above 89% at the end of the year Circle assessment in the early math skill sets.
Early Learning TPRI/Tejas Lee-Kindergarten 2021
TPRI (Listening Comprehension) and Tejas Lee (Comprensión 83%
auditiva)
In 2021, 83% of KG students have mastered EOY TPRI (Listening Comprehension) and Tejas Lee (Comprensión auditiva) combined with a score of DEVELOPED (D).
Student Learning Strengths
In 2021, the reading scores in grades 3rd and 5th showed a slight improvement in the meets level compared to 2019 meets scores. Third grade reading improved by 1%.
The score increased from 31% to 32% of all scholars. Fifth grade reading improved by 3%. The score increades from 27% to 30%.
Scholar performance in 4th grade Writing stayed the same at the meets level in 2021. However in the masters level, 4th grade scolars outperformed by 1% compared to
2019 master level in writing. The master level increased from 4% masters to 5% masters for all scholars.
In 2021 STAAR assessment, 3rd grade SLA reading scored 44% meets which was 15 percentage points above the district at the meets level.
In 2021 STAAR assessment, 5th grade Reading and Math scored above 40% on meets which was slightly over 13 percentage points more than the disctict at meets level.
In 2021 STAAR assessment, all grades and subjects 3-5 scored above the district in the meets level.
In Early Learning Reading, both Pre-Kindergarten and Kindergarten scholars meet there goal by performing above 80% at the end of the year Circle, TPRI, and Tejas Lee
assessments in the early reading skill sets.
In Early Learning Math, Pre-Kindergaten meet there goal by performing above 80% at the end of the year Circle assessment in early math skill sets.
Problem Statements Identifying Student Learning Needs
Problem Statement 1 (Prioritized): The overall science performance in 5th grade decreased from 43% Meets to 16% Meets. Root Cause: A lack of a concentrated focus on
experiments and practical application.
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 10 of 57 September 10, 2021 2:58 PMProblem Statement 2 (Prioritized): Teachers experience challenges when there is a new curriculum or a new program being implemented. To ensure that the STAAR scores continue to rise, it is imperative that teachers feel successful in delivering instruction and responding to the needs of their scholars. Root Cause: Teachers need additional training on how to implement the curriculum with fidelity. Problem Statement 3: The overall writing performance in 4th grade remained the same at 20% Meets. Root Cause: Teachers need additional training on best practices in writing. Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 11 of 57 September 10, 2021 2:58 PM
School Processes & Programs
School Processes & Programs Summary
Burchett Elementary is a data-driven school where teachers utilize various resources to make informed decisions regarding planning, adjusting, and delivering
instruction. Teachers meet weekly with the instructional coaches to plan and prepare effective lessons. During those meetings, multiple sources of data are
analyzed and utilized to ensure that lessons are being created based on scholars' academic performance. The curriculum and assessments are guided by the
district's scope and sequence which is aligned to state standards. In addition, teachers utilize the unit guides, checkpoint and benchmark blueprints, STAAR
blueprints, English Language Proficiency Standards(ELPS), instructional framework, and the curriculum overview.
In order to attract and retain highly qualified staff, an extensive array of professional development trainings are provided within the district and on
campus. Members of the leadership staff attend job fairs throughout the year to recruit highly qualified teachers. To complement these recruiting efforts, Spring
ISD offers a highly competitive salary to attract and retain teachers. Hard to staff positions, such as bilingual teachers, receive a stipend.
At Burchett Elementary, there are 71 staff members on the roster and only 3 staff members are planning not to return for the 2021-2022 school year. This low
attrition rate can be attributed to the family-oriented environment and the positive, collaborative culture established by the staff members at Burchett. All teachers
support and assist one another in ensuring that the needs of the students are a top priority. Intervention time occurs at all grade levels to ensure that all scholars
receive additional assistance. WIN (Whatever is Necessary) Intervention groups are established based on the academic performance on each assessment or exit
ticket. Teachers use this time to work one on one and in small groups with identified scholars.
To help develop and coach teachers, all teachers who are new to the campus receive a mentor or buddy. The purpose of the mentoring program is to ensure the
success of the teachers and scholars. When teachers feel supported, retention levels increase. Teachers with less than one year experience receive a mentor, a
week of on-boarding at the new teacher academy, orientation on their home campus, weekly collaborative PLC meetings with their team, weekly team meetings,
and other professional development opportunities. All teachers, especially novice teachers, have reported feeling supported and coached at Burchett.
School Processes & Programs Strengths
Data-driven decisions are made weekly during PLC meetings to address the needs of all students.
Title I funds are allocated to hire retired teachers as part-time interventionists that provide extra support for Tier II and Tier III students.
Title I funds are allocated to reatin a Campus Academic Specialist to provide coaching and instructional support to staff.
Weekly PLC meetings are held to analyze data, plan instruction and practice instructional delivery.
Weekly team planning sessions occur with the instructional coach to assist teachers in designing effective lessons.
Low teacher attrition rate/ability to retain HQ teachers provides stability to the Burchett community.
District funds are allocated for a Student Support Specialist that will serve as an interventionist to support and monitor students in RtI. This individual will
also conduct campus decision point meetings every six weeks to monitor the progress of students receiving RtI interventions.
The district funded Digital Learning Coach - Reading will support Pre-K through 5th-grade teachers with instructional needs.
The district funded Instructional Specialist will support pre-k through 2nd grade teachers with instructional needs.
All staff members are will be trained to implement CHAMPS and Teach Like a Champion strategies.
The Campus Advisory Team meets three to four times a year to discuss program funding, parental involvement, culture/climate, and other campus needs.
The Leadership Team meets weekly to discuss teacher performance, student data, and campus concerns/needs.
The Rigor/Relevance framework will be utilized to improve high-level questioning, learning connections, and academic discussions.
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 12 of 57 September 10, 2021 2:58 PMProblem Statements Identifying School Processes & Programs Needs Problem Statement 1 (Prioritized): Based on the T-TESS Summative evaluation, specifically, Domain 2 Instruction, over 75% of teachers are in need of training to increase rigor and engagement in the classroom. Root Cause: Teachers at Burchett Elementary received inconsistent feedback and coaching based on walkthroughs and observations. Problem Statement 2: WOW (Intervention) groups were inconsistently established and not based on the academic performance on each assessment or exit ticket consistently. Root Cause: Administrators and the Student Support Specialist failed to monitor and support WIN time daily with fidelity. Problem Statement 3: Increased understanding of the TEKS during PLC did not lead to more effective initial instruction. Root Cause: Lack of opportunity for teachers to receive feedback during At-Bat PLC before delivering instruction to scholars. Problem Statement 4 (Prioritized): Campus instruction is at the emerging level of rigorous and relevant instruction for all scholars. Root Cause: Continued guidance, coaching, and training for teachers are needed for teachers, coaches, and administrators in planning and delivery of rigorous and relevant instruction for all scholars. Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 13 of 57 September 10, 2021 2:58 PM
Perceptions
Perceptions Summary
Burchett Elementary follows the core beliefs of Spring ISD, which are: reach every student, excellence in every school, high performance from every employee, opportunity
and choice for every family, and engage stakeholders in every community. In an effort to support the district's core beliefs, the Burchett community strives for scholars to excel
academically and act responsibly displaying good citizenship in a positive environment.
The campus follows the guidelines of CHAMPS, a district initiative to increase positive student interactions. By utilizing CHAMPS, expectations are clearly communicated to
scholars and staff members. Overall, the campus has effectively implemented CHAMPS school-wide, which contributes to the overall safe and welcoming environment that
fosters mutual respect among scholars, staff, and parents. The CHAMPS philosophy is taught to all scholars. As a result, scholars are treated with dignity and respect, taught
the skills and behaviors needed for success, and motivated and encouraged through positive interactions. Research shows that building relationships with students reduces
power struggles and behavior challenges. The staff at Burchett Elementary strives to build positive, meaningful relationships that promote healthy decision making and where
misbehavior is viewed as a teaching opportunity.
During the in-service week, teachers will receive an in-depth training on the CHAMPS model. This training will provide teachers with concrete, specific, and actionable
teaching techniques that will increase student engagement and close the academic achievement gaps. The campus and district will focus on the following The SpringWay
strategies and implementation of the Teach Like a Champion concepts for the 2021-2022 school year: Board Configurations, Do Now, Empowered Learning (Gradual
Release), Exit Tickets, Threshold, What to Do, Strong Start, Do Now, What to do, Strong Voice, Strong Start, Aggressive Monitoring, Data Driven Action Planning, (DDAP),
100%, Narrate the Positive, Cold Call, No Opt Out, and Habits of Discussion.
In reviewing the discipline record for the last two years, office referrals remain low resulting in scholars remaining in classrooms instead of being sent out for discipline. As a
result of discipline being controlled, it helps the campus focus primarily on scholar achievement. The campus has remained constant with no referrals to DAEP, and anti-
bullying programs are in place to assist students with preventive measures. Professional development, CHAMPS implementation, and character education classes from the
counselor will continue to be successful and will be evaluated each year. Burchett Elementary has been officially registered as a No Place for Hate.
Burchett elementary has created a welcoming and safe school environment for scholars, staff, and parents. It is our goal to continue to include parents and the community in
the decision making of the students we serve. Our current parent liaison works diligently to ensure that there are several opportunities for parents to participate in activities in
the virtual environment. Burchett elementary provides printed material in English and Spanish as well as translators for school events to ensure that our Spanish speaking
community members feel informed. We strive to ensure that our routines are strategically planned and procedures are consistent to ensure safety and order.
Perceptions Strengths
Burchett Elementary celebrates these strengths:
Discipline data confirms that the campus's restorative practices program is working well.
CHAMPS training and implementation is improving scholar behavior and peer to peer interactions.
Teach Like a Champion and The SpringWay strategies that require Board configurations, Do Nows, and Exit Tickets are in place campus wide.
Problem Statements Identifying Perceptions Needs
Problem Statement 1: Participation at the virtual parent events was low based on sign-in sheets. Root Cause: We did not survey nor seek feedback and input from families
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 14 of 57 September 10, 2021 2:58 PMabout their preferences for best times to schedule meetings. Problem Statement 2 (Prioritized): The SpringWay Systems and Routines, specifically, Aggressive Monitoring and Habits of Discussion are not implemented with fidelity. Root Cause: The administrative and coaching staff failed to train and monitor these techniques with fidelity. Problem Statement 3 (Prioritized): Parents did not have strategies to partner with the campus to improve student achievement and attendance. Root Cause: Lack of opportunity to collaborate with teachers and administrators. Problem Statement 4 (Prioritized): Students and staff experienced trauma as a result of the Covid-19 pandemic, which was not addressed during the 2020-2021 school year. Root Cause: Lack of social-emotional learning curriculum and implementation of strategies to address the needs of students, staff, and the community. Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 15 of 57 September 10, 2021 2:58 PM
Priority Problem Statements Problem Statement 1: Based on the 2019 TEA STAAR Summary Report and 2021 STAAR data, scholars receiving SpEd services scored significantly lower than the other student groups in reading, math, science, and writing. Root Cause 1: Scaffolding instruction and training on differentiation was not provided to inclusion teachers. Problem Statement 1 Areas: Demographics Problem Statement 2: Based on the 2019 TEA STAAR Summary Report and 2001 STAAR data, scholars classified as English Language Learners, specifically, those served in the ESL program, scored lower than the other scholar groups in reading, math, and science. Root Cause 2: Reading, math, and science teachers need more support in designing lessons to meet the needs of ESL learners. Problem Statement 2 Areas: Demographics Problem Statement 3: The overall science performance in 5th grade decreased from 43% Meets to 16% Meets. Root Cause 3: A lack of a concentrated focus on experiments and practical application. Problem Statement 3 Areas: Student Learning Problem Statement 4: Teachers experience challenges when there is a new curriculum or a new program being implemented. To ensure that the STAAR scores continue to rise, it is imperative that teachers feel successful in delivering instruction and responding to the needs of their scholars. Root Cause 4: Teachers need additional training on how to implement the curriculum with fidelity. Problem Statement 4 Areas: Student Learning Problem Statement 5: Based on the T-TESS Summative evaluation, specifically, Domain 2 Instruction, over 75% of teachers are in need of training to increase rigor and engagement in the classroom. Root Cause 5: Teachers at Burchett Elementary received inconsistent feedback and coaching based on walkthroughs and observations. Problem Statement 5 Areas: School Processes & Programs Problem Statement 6: The SpringWay Systems and Routines, specifically, Aggressive Monitoring and Habits of Discussion are not implemented with fidelity. Root Cause 6: The administrative and coaching staff failed to train and monitor these techniques with fidelity. Problem Statement 6 Areas: Perceptions Problem Statement 7: Campus instruction is at the emerging level of rigorous and relevant instruction for all scholars. Root Cause 7: Continued guidance, coaching, and training for teachers are needed for teachers, coaches, and administrators in planning and delivery of rigorous and relevant instruction for all scholars. Problem Statement 7 Areas: School Processes & Programs Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 16 of 57 September 10, 2021 2:58 PM
Problem Statement 8: Parents did not have strategies to partner with the campus to improve student achievement and attendance. Root Cause 8: Lack of opportunity to collaborate with teachers and administrators. Problem Statement 8 Areas: Perceptions Problem Statement 9: Students and staff experienced trauma as a result of the Covid-19 pandemic, which was not addressed during the 2020-2021 school year. Root Cause 9: Lack of social-emotional learning curriculum and implementation of strategies to address the needs of students, staff, and the community. Problem Statement 9 Areas: Perceptions Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 17 of 57 September 10, 2021 2:58 PM
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Campus goals
HB3 Reading and math goals for PreK-3
HB3 CCMR goals
Performance Objectives with summative review (prior year)
Campus/District improvement plans (current and prior years)
State and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) data
Student Achievement Domain
Student Progress Domain
Closing the Gaps Domain
Federal Report Card Data
Student Data: Assessments
State and federally required assessment information
(STAAR) current and longitudinal results, including all versions
STAAR EL progress measure data
Student Success Initiative (SSI) data for Grades 5 and 8
Student failure and/or retention rates
Other PreK - 2nd grade assessment data
Grades that measure student performance based on the TEKS
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
Special programs data, including number of students, academic achievement, discipline, attendance, and progress
Economically disadvantaged / Non-economically disadvantaged performance and participation data
Special education/non-special education population including discipline, progress and participation data
EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.
Section 504 data
Gifted and talented data
Student Data: Behavior and Other Indicators
Attendance data
Mobility rate, including longitudinal data
Discipline records
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 18 of 57 September 10, 2021 2:58 PMClass size averages by grade and subject
Enrollment trends
Employee Data
Professional learning communities (PLC) data
Teacher/Student Ratio
State certified and high quality staff data
Campus leadership data
Campus department and/or faculty meeting discussions and data
TTESS data
T-PESS data
Parent/Community Data
Parent surveys and/or other feedback
Support Systems and Other Data
Processes and procedures for teaching and learning, including program implementation
Communications data
Budgets/entitlements and expenditures data
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 19 of 57 September 10, 2021 2:58 PMGoals
Goal 1: STUDENT OUTCOMES-Achieve excellent, equitable outcomes for all students
Performance Objective 1: By June 2022, 80% of students will reach at least Meets on the Spring 2022 STAAR Reading (3rd-5th grade) assessment.
Additionally, by June 2022, 40% of GT students will reach the Masters level on the Spring 2022 STAAR Reading (3rd-5th) assessment. By June 2022, the
achievement gap between student groups will decrease.
Targeted or ESF High Priority
Evaluation Data Sources: Burchett Campus Formative Assessments (CFAs)
Exit Tickets
District Formative Assessments (DFAs)
Nine-Weeks grade reports
Strategy 1 Details Reviews
Strategy 1: In alignment with the Instructional, Data Driven, and Observation Feedback levers, we will build teacher Formative Summative
capacity through the utilization of the SpringWay coaching feedback protocols and the implementation of professional
Oct Dec Mar June
learning communities - PLC- (Learning, Planning, Practice, and DDAP).
Strategy's Expected Result/Impact: Assessment data from reading checkpoints and benchmarks will be
analyzed within one week of each assessment. Intervention adjustments will be made based on scholar data
to maintain a score of 70% or above.
Staff Responsible for Monitoring: Principal, Assistant Principal, Instructional Coaches, and Team Leaders
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 4: High-Quality Curriculum
Problem Statements: Student Learning 2 - School Processes & Programs 1
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 20 of 57 September 10, 2021 2:58 PMStrategy 2 Details Reviews
Strategy 2: All K-3 teachers, literacy specialists, principal, and assistant principals will attend professional Formative Summative
development with a focus on the Science of Teaching Reading and have job-embedded coaching throughout the year.
Oct Dec Mar June
Strategy's Expected Result/Impact: Teachers, coaches, and principals will increase knowledge and
implementation of
evidence-based reading practices to positively impact student literacy achievement with a focus on English
Learners (ELs), students with special needs, and students receiving tiered interventions.
M-Class BOY, MOY, and EOY results will be used in Kindergarten through second grade to monitor
progress towards at least 44% of students reading at an equivalent of Meets Grade Level Expectations.
At each formative review in November, January, and March, a 2-3% increase from the baseline will be
expected.
Staff Responsible for Monitoring: Principal, Assistant Principal, Campus Academic Specialist,
Instructional Specialists, Coaches, Team Leads, and Teachers
Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 5: Effective Instruction
Problem Statements: Student Learning 2 - School Processes & Programs 1
Funding Sources: Campus Academic Specialist - 211 Title I, Part A - $81,200, Touch Screen Devices ie, i
pad or kindle with reading capabilities - 263 Title III, LEP - $16,694, Amplify mClass Intervention Kit
Grades K-3 - 211 Title I, Part A - $4,300, Instructional Specialist - 211 Title I, Part A - $37,000
Strategy 3 Details Reviews
Strategy 3: 100% implementation of the new Amplify ELAR/SLAR curriculum and its components with fidelity in Formative Summative
order to raise reading performance and close instructional gaps for each individual scholar.
Oct Dec Mar June
Strategy's Expected Result/Impact: Teacher's instructional capacity will improve meets levels on the
Reading BCAs and Reading STAAR test. Implementation of Amplify ELAR/SLAR will increase the Meets
level by 50% Fall Semester, 65% Spring Semester, and 80% Meets on 2022 STAAR assessment.
Staff Responsible for Monitoring: Campus Academic Specialist, Literacy Coach, instructional
interventionist, and Student Support Specialist .
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers,
Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Problem Statements: Demographics 3 - Student Learning 2 - School Processes & Programs 1
Funding Sources: ReadingTutor - 211 Title I, Part A - $10,000, Supplies - Copy paper, white boards, Expo
Markers, Pencils, and Ziploc Bags, - 211 Title I, Part A - $1,000, Promethean Boards (2) - 211 Title I, Part A
- $19,515
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 21 of 57 September 10, 2021 2:58 PMStrategy 4 Details Reviews
Strategy 4: To engender teacher learning and build capacity, coaching and feedback model will be utilized to determine Formative Summative
and evaluate the impact. Giving Effective Feedback: See It, Name it, Do it Protocol will be used help teachers set
Oct Dec Mar June
strategic and differentiated goals to enhance student learning outcomes.
Strategy's Expected Result/Impact: Teachers' instructional capacity will improve. Demonstrated by the
mastery of each standard. on the Reading BCAs and Reading Scores at 50% Meets Fall Semester, 65% Meets
Spring Semester, and 80% Meets on 2022 STAAR assessment.
Staff Responsible for Monitoring: Principal, Assistant Principal, Campus Academic Specialist, and
Instructional specialist, and Literacy coach.
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals
- ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported
Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Problem Statements: School Processes & Programs 1
Strategy 5 Details Reviews
Strategy 5: The ESSER reading 3-5 interventionist will have a reading class composed of scholars who did not meet Formative Summative
the standard of approaches grade level on the STAAR and not on grade level for MAP.
Oct Dec Mar June
Strategy's Expected Result/Impact: At MOY, scholars must show a minimum of a half a year's growth in
MAP reading.
All scholars must achieve approaches grade level or higher on the 21-22 STAAR reading.
Growth mush be shown on targeted TEKS from BOY interim/benchmark to MOY interim/benchmark to
STAAR.
Staff Responsible for Monitoring: Principal, AP, Campus Academic Specialist, ESSER Teacher
Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve
low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective,
Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Problem Statements: Demographics 1, 3 - Perceptions 2
Funding Sources: Amplify mClass Intervention Kit Grades 4-6 - 211 Title I, Part A - $1,365
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 22 of 57 September 10, 2021 2:58 PMStrategy 6 Details Reviews
Strategy 6: After-school tutoring, Saturday School, and assistance from interventionist will be provided for scholars Formative Summative
scoring below 70% or not meeting progress measures on campus, district, and / or state assessments. Teachers will use
Oct Dec Mar June
Mentoring Minds, Think Up, Reading. Paper and printing supplies will be provided for planning students work after
school and on Saturday.
Strategy's Expected Result/Impact: Weekly progress will be analyzed using progress monitoring forms to
document growth. Tutorials and attendance will be monitored to ensure that students in need of additional
support are attending. Demonstrated by the mastery of each standard. on the Math BCAs and STAAR
Reading Scores at 50% Meets Fall Semester, 65% Meets Spring Semester, and 80% Meets on 2022 STAAR
assessment.
Staff Responsible for Monitoring: Student Support Specialist
Campus Academic Specialist
Assistant Principal
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers:
Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Problem Statements: Demographics 1, 3
Funding Sources: Tutoring - 199 State SCE - State Compensatory Education (PIC - 1992111192458 -
$4,000
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Demographics
Problem Statement 1: Based on the 2019 TEA STAAR Summary Report and 2021 STAAR data, scholars receiving SpEd services scored significantly lower than the other
student groups in reading, math, science, and writing. Root Cause: Scaffolding instruction and training on differentiation was not provided to inclusion teachers.
Problem Statement 3: Based on the 2019 TEA STAAR Summary Report and 2001 STAAR data, scholars classified as English Language Learners, specifically, those served in
the ESL program, scored lower than the other scholar groups in reading, math, and science. Root Cause: Reading, math, and science teachers need more support in designing
lessons to meet the needs of ESL learners.
Student Learning
Problem Statement 2: Teachers experience challenges when there is a new curriculum or a new program being implemented. To ensure that the STAAR scores continue to rise,
it is imperative that teachers feel successful in delivering instruction and responding to the needs of their scholars. Root Cause: Teachers need additional training on how to
implement the curriculum with fidelity.
School Processes & Programs
Problem Statement 1: Based on the T-TESS Summative evaluation, specifically, Domain 2 Instruction, over 75% of teachers are in need of training to increase rigor and
engagement in the classroom. Root Cause: Teachers at Burchett Elementary received inconsistent feedback and coaching based on walkthroughs and observations.
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 23 of 57 September 10, 2021 2:58 PMPerceptions Problem Statement 2: The SpringWay Systems and Routines, specifically, Aggressive Monitoring and Habits of Discussion are not implemented with fidelity. Root Cause: The administrative and coaching staff failed to train and monitor these techniques with fidelity. Burchett Elementary Campus #101919119 Generated by Plan4Learning.com 24 of 57 September 10, 2021 2:58 PM
Goal 1: STUDENT OUTCOMES-Achieve excellent, equitable outcomes for all students
Performance Objective 2: By June 2022, 80% of students will reach at least Meets on the Spring 2022 STAAR Math (3rd-5th grade) assessment.
Additionally, by June 2022, 40% of GT students will reach the Masters level on the Spring 2022 STAAR Math (3rd-5th) assessment. By June 2022, the
achievement gap between student groups will decrease.
Targeted or ESF High Priority
Evaluation Data Sources: Burchett Campus Formative Assessments (CFAs)
Exit Tickets
District Formative Assessments (DFAs)
Nine weeks grade reports
Strategy 1 Details Reviews
Strategy 1: In alignment with the Instructional, Data Driven, and Observation Feedback levers, we will build teacher Formative Summative
capacity through the utilization of the SpringWay coaching feedback protocols and the implementation of professional Oct Dec Mar June
learning communities - PLC- (Learning, Planning, Practice, and DDAP).
Strategy's Expected Result/Impact: Teachers will increase their capacity for planning, lesson delivery, and
analyzing data which will result in gains in scholar performance. Demonstrated by the mastery of each
standard. on the Math BCAs and STAAR Math Scores at 50% Meets Fall Semester, 65% Meets Spring
Semester, and 80% Meets on 2022 STAAR assessment.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Coaches, and Team Leads
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math
Problem Statements: School Processes & Programs 1 - Perceptions 2
Funding Sources: Math Tutor - 211 Title I, Part A - $20,000
Strategy 2 Details Reviews
Strategy 2: The Administrative and Instructional teams will plan with the pre-kindergarten through 5th grade teachers Formative Summative
to ensure the
Oct Dec Mar June
district math curriculum Eureka is aligned across grade levels with 100% implemented with fidelity.
Strategy's Expected Result/Impact: The teachers will gain a deeper understanding of math standards, in
analyzing data, and adjusting lesson delivery. As a result, math performance in prekindergarten through 5th
grade will increase. Demonstrated by the mastery of each standard. on the Math BCAs and STAAR Math
Scores at 50% Meets Fall Semester, 65% Meets Spring Semester, and 80% Meets on 2022 STAAR
assessment.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Coaches, and Team Leads
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 4: High-Quality Curriculum
Problem Statements: Perceptions 2
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 25 of 57 September 10, 2021 2:58 PMStrategy 3 Details Reviews
Strategy 3: After-school tutoring, Saturday School, and assistance from interventionist will be provided for scholars Formative Summative
scoring below 70% or not meeting progress measures on campus, district, and / or state assessments. Teachers will use
Oct Dec Mar June
Mentoring Minds, Think Up, Math. Paper and printing supplies will be provided for planning students work after school
and on Saturday.
Strategy's Expected Result/Impact: Weekly progress will be analyzed using progress monitoring forms to
document growth. Tutorials and attendance will be monitored to ensure that students in need of additional
support are attending. Demonstrated by the mastery of each standard. on the Math BCAs and STAAR Math
Scores at 50% Meets Fall Semester, 65% Meets Spring Semester, and 80% Meets on 2022 STAAR
assessment.
Staff Responsible for Monitoring: Principal, Assistant Principal, Student Support Specialist, Team Leaders
and Teachers.
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Perceptions 2
Funding Sources: Extra Duty Stipend - Locally Defined - Tutoring - 199 State SCE - State Compensatory
Education (PIC - 1192111192458 - 6118 - $4,000, General Supplies - Copy Paper, Manipulatives - counters,
base-ten blocks, and fraction pieces - 199 State SCE - State Compensatory Education (PIC -
1992111192458- 6399 - $1,800, Transportation - 199 State SCE - State Compensatory Education (PIC -
1992111192458 - 6494 - $1,500
Strategy 4 Details Reviews
Strategy 4: All math teachers will implement Talk. Read. Talk. Write; Marzano's 6 steps to Vocabulary and Habits of Formative Summative
Discussions a part of the Literacy Across Content Areas. All teachers will attend an initial summer training and monthly
Oct Dec Mar June
continued professional development that includes artifacts review and strategy plans.
Strategy's Expected Result/Impact: 100% of teachers will attend professional development as evidenced
by their professional development portfolio. Literacy across the content walks (using the learning walk
protocol ) will reflect 100% Implementation: Talk, Read, Write, Marzano's 6 steps to Vocabulary, and Habits
of Discussion.
Demonstrated by the mastery of each standard. on the Math BCAs and STAAR Math Scores at 50% Meets
Fall Semester, 65% Meets Spring Semester, and 80% Meets on 2022 STAAR assessment.
Staff Responsible for Monitoring: Principal, Assistant Principal, campus academic specialist, math coach,
and instructional specialist.
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and
principals, Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1:
Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality
Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy
Problem Statements: Perceptions 2
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 26 of 57 September 10, 2021 2:58 PMStrategy 5 Details Reviews
Strategy 5: The ESSER math 3-5 interventionist will have a math class composed of scholars who did not meet the Formative Summative
standard of approaches grade level on the STAAR and not on grade level for MAP.
Oct Dec Mar June
Strategy's Expected Result/Impact: At MOY, scholars must show a minimum of a half a year's growth in
MAP math.
All scholars must achieve approaches grade level or higher on the 21-22 STAAR math.
Growth mush be shown on targeted TEKS from BOY interim/benchmark to MOY interim/benchmark to
STAAR.
Staff Responsible for Monitoring: Principal, Assistant Principal, and Campus Academic Specialist
Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve
low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective,
Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Problem Statements: Demographics 1, 3
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 2 Problem Statements:
Demographics
Problem Statement 1: Based on the 2019 TEA STAAR Summary Report and 2021 STAAR data, scholars receiving SpEd services scored significantly lower than the other
student groups in reading, math, science, and writing. Root Cause: Scaffolding instruction and training on differentiation was not provided to inclusion teachers.
Problem Statement 3: Based on the 2019 TEA STAAR Summary Report and 2001 STAAR data, scholars classified as English Language Learners, specifically, those served in
the ESL program, scored lower than the other scholar groups in reading, math, and science. Root Cause: Reading, math, and science teachers need more support in designing
lessons to meet the needs of ESL learners.
School Processes & Programs
Problem Statement 1: Based on the T-TESS Summative evaluation, specifically, Domain 2 Instruction, over 75% of teachers are in need of training to increase rigor and
engagement in the classroom. Root Cause: Teachers at Burchett Elementary received inconsistent feedback and coaching based on walkthroughs and observations.
Perceptions
Problem Statement 2: The SpringWay Systems and Routines, specifically, Aggressive Monitoring and Habits of Discussion are not implemented with fidelity. Root Cause:
The administrative and coaching staff failed to train and monitor these techniques with fidelity.
Burchett Elementary Campus #101919119
Generated by Plan4Learning.com 27 of 57 September 10, 2021 2:58 PMYou can also read
